Theory in Accounting Curriculum

• In Event: Session D: Teaching, Learning & Curriculum IV

Abstract

This is a presentation of research regarding the prevalence of Theory in Accounting Curriculum. Two constant concerns in accounting education are (a) the constant forces of change on accounting curriculum and (b) the balance between procedural knowledge and themed conceptual analysis of why the concepts and procedures are significant.

The why means to explore the purpose, points of view, and implications of the accounting standards. Traditionally the context for developing critical thinking about the significance of the accounting standards has been in an Accounting Theory course.

The purpose of this research and presentation is to examine the current trends in Accounting Theory courses offered and the corresponding prerequisites among the top-ranked accounting programs. This research is the first phase of a thorough analysis of the impact of Theory in the accounting curriculum.
The research will answer the following questions:
1. What percentage of the top ranked accounting programs offer an Accounting Theory course at the undergraduate level?
2. What percentage of the top ranked accounting programs require Accounting Theory?
3. What are the pre-requisites for the Accounting Theory courses?
The implication for accounting educators is an awareness of (a) a paradigm shift from previous academic models and (b) initiation for analyzing and creating an appropriate paradigm shift needed to align accounting practice and profession needs with learning outcomes for the accounting curriculum.

Authors

• Laura Barthel, Eastern Kentucky University

• Halie Smith, Eastern Kentucky University